Contents of this Issue

Navigation

Page 12 of 54

A D V O C A C Y
CONTINUED ON PAGE 46.
of-the-year exhibition, including an
artists' reception. They come together
as a team to coordinate the whole event.
Student Responsibility
Students divide responsibilities, design
promotional materials, and send invi-
tations. Gallery space is allocated and
decisions are made about lighting,
display boards, and props. Food and
drink assignments are made; set up
and take-down is planned.
Many students make themselves
business cards and create even more
art to sell at the reception. They also
write professional artist statements
to be displayed with their work.
High attendance at the exhibition
and strong, positive feedback leave
the students feeling confident. I am
proud of them. This tradition is con
-
tinuing successfully and the alumni
look forward to coming back to see
the new crop of AP artists showing
each year.
Results
So what does student involve-
ment really have to do with art
advocacy? Here's what I've expe
-
rienced: student artists become
more engaged, invested, and seri
-
ous about their work when they
know that the final product will
be seen publicly. Student-produced
exhibitions also provided motiva
-
tion and confidence to make more
art and share it with others.
We continue to look for more
opportunities for students to share
their art. This past year began
with an AP Studio Art student
approaching me with an exhibi
-
tion opportunity she arranged with
the owner of a local coffee shop.
She brought it to the class and
cating for our art program. Working
at the high-school level, I'm fortu
-
nate to be able to present opportuni-
ties that teach students how to plan,
organize, and present their art to a
public audience.
The Power of Presenting
Since adopting the National Stan-
dards in our state, I have become
more aware of the "presenting" part
and have made it students' responsi-
bility to take part in preparing and
sharing their work.
My beginning-level art students
learn to mount or mat their 2D work,
label, and hang the art. Intermediate
and advanced students become more
involved with the organization of their
exhibits. By the time high-school art
-
ists are in AP Studio Art, they are able
to put on a successful final show at the
end of the course.
I put the AP Studio Art class com
-
pletely in charge of their own end-
I
want to share with you what I
feel is my strongest art advocacy
tool: my students. I have been in
art education for nineteen years,
taught all levels, and spent a few
years as the curator of education at a
museum. For my part, I enjoy deliv
-
ering news about our art program
via many different channels. I've
posted advocacy quotes and statistics
around school, usually in the form of
posters made by students as part of
a project. I also communicate with
students, families, and the commu
-
nity through social media and school
newsletters.
Student work is displayed as fre
-
quently as I'm able, but I'm always
wishing I could do more. We have
a wonderful district-wide team of
art teachers who collaborate to put
on art events and shows throughout
the year. But what I have recently
learned is how important the
involvement of students is in advo
-
Standing Out for Art
Deborah Prahl
What I have recentl
learned is how important
the involvement of
students is in advocating
for our art program.
8 MAY 2018 SchoolArts